The	  problems	  with	                      visualiza3ons	      and	  the	  need	  for	  visualiza3on	  literacy	        ...
OUR	  MOTIVATION	  FOR	  THE	  PAPER	                                                 2	  
Visualiza3ons	  are	  not	  easy	  •  widespread	  anecdotal	  evidence	  that	     visualiza3on	  support	  the	  underst...
Simple	  examples	                                                             4	         hGp://stellar.know-­‐center.tugr...
Simple	  examples	                                                           5	                  Reinhardt,	  Drachsler,	 ...
Simple	  examples	                                                       6	                    Nagel,	  Duval,	  Heidmann	...
Simple	  examples	                           InMaps	     7	  
ETWINNING	  AS	  AN	  EXAMPLE	                                         8	  
The	  eTwinning	  Network	  •  Network	  of	  teachers	  and	  schools	  across	     Europe	  •  Collabora3ve	  cross-­‐bo...
Source:	  SNA	  of	  eTwinning	  	  done	  by	  RWTH	  Aachen	  showing	  teachers	                        10	  
The	  goals	  of	  eTwinning	  •  Play	  a	  role	  in	  teachers’	  con3nuous	     professional	  development	  and	  lif...
A	  business	  case	  for	  visualiza3on	  •  The	  eTwinning	  Network	     –  Insight	  into	  network	  structure	  cou...
A	  PRELIMINARY	  ROADMAP	  TO	  GAIN	  MORE	  UNDERSTANDING	  IN	  VISUALIZATION	  LITERACY	                             ...
Twofold	  study	  approach	  •  overall	  goal	      –  gain	  understanding	  of	  the	  readability	  of	         visual...
Twofold	  study	  approach	  •  1st	  step	      –  controlled	  experiment	  with	  fic3onal	  social	         network	   ...
Twofold	  study	  approach	  •  2nd	  step	      –  based	  on	  1st	  step‘s	  results	      –  experiment	  with	  eTwin...
Thank	  you	  and	  let‘s	  discuss	  Kamakshi	  Rajagopal,	  Wolfgang	  Reinhardt,	  Riina	  Vuorikari	                  ...
FURTHER	  QUESTIONS	  DRIVING	  OUR	  WORK	                                           18	  
Further	  ques3ons	  (visualiza3on)	  •  What	  cons3tutes	  a	  good	  visualiza3on?	  •  Can	  visualiza3ons	  be	  obje...
Further	  ques3ons	  (stakeholder)	  •  LiGle	  insight	  on	  how	  visualiza3ons	  are	  read	  by	     different	  stake...
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The problems with visualizations and the need for visualization literacy research

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The problems with visualizations and the need for visualization literacy research

  1. 1.  The  problems  with   visualiza3ons   and  the  need  for  visualiza3on  literacy   research  Kamakshi  Rajagopal,  Open  University  of  the  Netherlands    Wolfgang  Reinhardt,  University  of  Paderborn    Riina  Vuorikari,  European  Schoolnet  
  2. 2. OUR  MOTIVATION  FOR  THE  PAPER   2  
  3. 3. Visualiza3ons  are  not  easy  •  widespread  anecdotal  evidence  that   visualiza3on  support  the  understanding  of   complex  rela3onships   –  designers  decide  on  how  to  present  data   –  designers  are  limited  by  the  used  technology   –  designers  are  limited  by  their  understanding  of   the  data   –  oCen  you  don‘t  know  about  the  competences  of   your  readers   3  
  4. 4. Simple  examples   4   hGp://stellar.know-­‐center.tugraz.at/vis/streamgraph/  
  5. 5. Simple  examples   5   Reinhardt,  Drachsler,  Sloep  (2011)  
  6. 6. Simple  examples   6   Nagel,  Duval,  Heidmann  (2011)  
  7. 7. Simple  examples   InMaps   7  
  8. 8. ETWINNING  AS  AN  EXAMPLE   8  
  9. 9. The  eTwinning  Network  •  Network  of  teachers  and  schools  across   Europe  •  Collabora3ve  cross-­‐border  school  projects   using  ICT  •  the  Tellnet  project  (hGp://tellnet.eun.org)   studies  eTwinning  as  a  social  network   9  
  10. 10. Source:  SNA  of  eTwinning    done  by  RWTH  Aachen  showing  teachers   10  
  11. 11. The  goals  of  eTwinning  •  Play  a  role  in  teachers’  con3nuous   professional  development  and  lifelong   learning  at  European  level  as  well  as  at     na3onal  and  local  level  •  raise  awareness  about  poten3al  partners  an   being  part  of  the  larger  network  •  engage  (isolated)  teachers   11  
  12. 12. A  business  case  for  visualiza3on  •  The  eTwinning  Network   –  Insight  into  network  structure  could  offer   individual  members  more  reasons  to  engage  &   recommenda3on  with  whom  to  connect   –  more  scope  for  professional  development  through   the  network  •  complex  analyses  and  visualiza3ons  to  provide   feedback,  intended  to  create  change  in   behavior   12  
  13. 13. A  PRELIMINARY  ROADMAP  TO  GAIN  MORE  UNDERSTANDING  IN  VISUALIZATION  LITERACY   13  
  14. 14. Twofold  study  approach  •  overall  goal   –  gain  understanding  of  the  readability  of   visualiza3ons   –  impact  of  prior  social  media  usage  and  technical   knowledge  on  visualiza3on  literacy   –  iden3fy  different  roles  of  eTwinners  and  give   recommenda3ons  for  different  visualiza3ons  for   different  types  of  users   14  
  15. 15. Twofold  study  approach  •  1st  step   –  controlled  experiment  with  fic3onal  social   network   –  no  „social  truths“   –  What  do  people  read  from  visualiza3ons?   –  What  do  they  become  aware  of?   –  Do  different  visualiza3ons  of  the  same  facts  lead   to  different  knowledge  gained?   15  
  16. 16. Twofold  study  approach  •  2nd  step   –  based  on  1st  step‘s  results   –  experiment  with  eTwinners   –  Do  the  visualiza3ons  help  eTwinners  to  reflect  on   their  behavior?  In  what  way?   –  Do  they  serve  as  trigger  to  actually  change   behavior?  How  and  in  which  way?   –  How  do  different  visualiza3ons  of  the  same  data   impact  on  awareness,  reflec3on  and  changed   behavior?   16  
  17. 17. Thank  you  and  let‘s  discuss  Kamakshi  Rajagopal,  Wolfgang  Reinhardt,  Riina  Vuorikari   17  
  18. 18. FURTHER  QUESTIONS  DRIVING  OUR  WORK   18  
  19. 19. Further  ques3ons  (visualiza3on)  •  What  cons3tutes  a  good  visualiza3on?  •  Can  visualiza3ons  be  objec3ve?  •  Can  easy-­‐to-­‐read  visualiza3ons  contain  the  full   data?    •  What  do  different  visualiza3ons  convey?    •  Where  is  the  difference  exactly?  And  how  can   we  use  it  to  our  advantage?   19  
  20. 20. Further  ques3ons  (stakeholder)  •  LiGle  insight  on  how  visualiza3ons  are  read  by   different  stakeholders  •  Will  consumers  read  visualiza3ons  like   intended  by  the  creator?  •  What  skills  are  needed  for  crea3ng  and   reading  visualiza3ons?  •  Do  visualiza3ons  make  the  users  reflect  on   their  own  behaviour?     20  

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